Determining Student Reading Level
“Caldwell (2002) describes four steps for assessment. First, identify what you want to assess. Second, collect evidence. Third, analyze that evidence. And foruth, make a decision and act on that decision. Caldwell suggests three main purposes for reading assessment: to determine student reading level, to identify good reading behaviors, and to document student progress” (Cunningham & Allington, 2011). I went over to the literacy classroom next door and observed for a while and asked for some training on how to administer an assessment for a student’s reading level. The teacher was more than willing to help, she first showed me the paperwork and sheets that one would use to conduct this type of assessment. Then she should me what all the sympbols mean and the purpose of them on how to properly mark the readings once the student read the story. Then she went ahead and called one student and assessed them and I was there to observe and follow along to take mental notes. Once she was done we went over on what she observed and recorded on her sheet and then she called on another student to administer a second a assessment. I observed and then once again she explained to me how the student did and how to record the reading properly. Finally it was my turn to conduct my own reading assessment and it was fast paced because of the student’s fluency but the teacher explained that I can ask the student to slow down a bit so I can correctly write all the details of his retelling of the story that was just read. Once the student was done reading I asked him what was the story about and to explain to me so I can record it in his words. Then I said thank you and asked the student to go back to their desk and continue their work. Then with the teacher’s help we went over the three student’s assessment and wrote down notes based on how they scored and based on their scores that is what we documented on the asessement sheets. We wrote if they either needed help in (fluency or copmrehnison). The training was helpful and glad that I had the opportunity to conduct my own reading assessment.
Works Cited Cunningham, P. M., & Allington, R. L. (2011). Classrooms That Work. Boston: Pearson.
“Caldwell (2002) describes four steps for assessment. First, identify what you want to assess. Second, collect evidence. Third, analyze that evidence. And foruth, make a decision and act on that decision. Caldwell suggests three main purposes for reading assessment: to determine student reading level, to identify good reading behaviors, and to document student progress” (Cunningham & Allington, 2011). I went over to the literacy classroom next door and observed for a while and asked for some training on how to administer an assessment for a student’s reading level. The teacher was more than willing to help, she first showed me the paperwork and sheets that one would use to conduct this type of assessment. Then she should me what all the sympbols mean and the purpose of them on how to properly mark the readings once the student read the story. Then she went ahead and called one student and assessed them and I was there to observe and follow along to take mental notes. Once she was done we went over on what she observed and recorded on her sheet and then she called on another student to administer a second a assessment. I observed and then once again she explained to me how the student did and how to record the reading properly. Finally it was my turn to conduct my own reading assessment and it was fast paced because of the student’s fluency but the teacher explained that I can ask the student to slow down a bit so I can correctly write all the details of his retelling of the story that was just read. Once the student was done reading I asked him what was the story about and to explain to me so I can record it in his words. Then I said thank you and asked the student to go back to their desk and continue their work. Then with the teacher’s help we went over the three student’s assessment and wrote down notes based on how they scored and based on their scores that is what we documented on the asessement sheets. We wrote if they either needed help in (fluency or copmrehnison). The training was helpful and glad that I had the opportunity to conduct my own reading assessment.
Works Cited Cunningham, P. M., & Allington, R. L. (2011). Classrooms That Work. Boston: Pearson.